One Year of One-to-one Computing in Sri Lanka - the Impact on Formal Learning in Primary School Education
Peter Mozelius, Gihan Nilendra Wikramanayake, Kalelur Rahuman · KTH Publication Database DiVA (KTH Royal Institute of Technology) · 2011
One-to-one computing has lately become a frequently used buzzword in the discussions on e-learning in primary education. The main idea in one-to-one computing is to provide every student with a personal computer. This has often been combined with Internet access and the idea to share content but not to share the computers. Some examples of low-cost laptop brands produced for one-to-one computing are Intel Classmate, Asus Eee PC and the One Laptop Per Child (OLPC) XO computer. Different versions of one-to-one computing concept have recently been implemented in the developing world as well as in several developing countries. This study will focus on the Sri Lankan OLPC initiative and data has been gathered from three selected primary schools. In the Sri Lankan OLPC model there is no focus on Internet connectivity and the emphasis is on content development in local languages. Schools chosen in this first one year pilot project are to be classified as to be “the poorest of the poor” and located in rural areas. The research question in this paper is, if and why the introduction of one-to-one computing has had an impact on the formal learning outcomes. Our measurements of the impact on the formal education results are based on data from the selected schools’ grading registries, but the general analysis and conclusions are also based on observations and interviews with teachers and school principals. There have also been interviews and discussions with people in charge at the Sri Lankan Ministry of Education. All the visited schools have had technical as well as pedagogical problems during the first year, but findings show that there has been an impact on formal learning in subjects like Mathematics and English. We believe that the Sri Lankan emphasis on content development is part of the explanation but also that the strong commitment amongst teachers and parents has contributed. Our recommendation is that this pilot project should be extended but that the focus should be kept on poor schools in non urban areas. We also give some suggestions on how to improve the content development and how to extend the support to staff and parents at the Sri Lankan OLPC schools.